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初中地理教学中渗透传统文化教育的策略研究

来源:范文
  

 摘 要
 
 
  在学校教育中渗透传统文化教育是当今教育工作的新课题。近年来,国家也是越来越重视传统文化教育,在《完善中华优秀传统文化教育指导纲要》中要求将传统文化与课程、教材体系相融合;教育部印发的《中小学德育工作指南》中也同样强调对中小学生进行中国优秀传统文化教育。同时,地理学科兼具综合性和人文性,地理课程中蕴含着丰富的传统文化元素。因此,研究在初中地理教学中渗透传统文化教育具有重要的现实意义。
 
本文在建构主义学习理论、人本主义学习理论、认知同化学习理论以及生活教育理论的基础上,通过对初中地理教材及初中地理教学现状分析,借鉴他人研究成果,基于调查研究,结合教学实际,探讨了初中地理教学中渗透传统文化教育的策略。首先,以人教版初中地理教材为例,详细分析了地理教材中出现的传统文化元素,发现中国区域地理部分的学习是地理教学与传统文化教育较好的结合点。其次,通过问卷调查,分析了初中地理教学中渗透传统文化教育的现状,研究结果显示,大部分教师具有良好的传统文化素养,但还存在不少教师传统文化意识淡薄的现象。最后,从教学过程角度出发,针对导入环节、新课教学环节、习题教学环节以及课外活动环节提出渗透策略,并结合青藏地区的“自然特征与农业”一节进行教学过程案例设计。此外,从学校、教师、家庭及社会角度提出地理教学中渗透传统文化教育资源的保障措施。
 
  在初中地理教学中渗透传统文化教育,使地理教学理论得以丰富,扩充了教师教育资源,并有助于提升学生道德文化素养和培养其爱国爱乡情感。本文创新之处在于以人教版初中地理教材为例,梳理并分析其中蕴含的传统文化教育资源,并针对课堂教学环节,以具体案例为支撑,提出具体渗透策略,对教学实践具有指导意义。
 
  关键字:传统文化教育,初中地理教材,地理教学,教学对策
 
  Abstract.
 
  The infiltration of traditional culture education is a new topic in present education. In recentyears, the country is also paying increasing attention to traditional culture education. In the"Guidelines for the Improvement of Chinese Excellent Traditional Culture and Education", it isrequired to integrate traditional culture with curriculum and teaching materials systems. The“Guidebook for Moral Education in Primary and Secondary Schools” issued by the Ministry ofEducation also emphasizes the importance of providing excellent traditional Chinese culturaleducation for primary and middle school students. At the same time, the geography is bothcomprehensive and humanistic. The geography curriculum contains rich elements of traditionalculture. Therefore, studying the infiltration of traditional culture education in junior high schoolgeography teaching has important practical significance.
 
  Based on the principles of constructivist learning theory, humanistic learning theory,cognitive assimilation learning theory, and life education theory, this paper through somemethods discusses the strategy of infiltrating traditional culture education in junior schoolgeography teaching. These methods include the analysis of junior middle school geographytextbooks and the analysis of the current situation of geography teaching in junior middleschools, learn from the research results of others, and based on investigation and research,combined with teaching reality. Firstly, taking the PEP textbook as an example, this paperanalyzes the traditional cultural elements appearing in the geography textbook in detail and itfinds that the learning of the regional geography in China is a good combination point ofgeography teaching and traditional culture education. Secondly through questionnaire survey, thestatus quo of infiltration of traditional culture education in junior high school geography teachingwas analyzed. The research shows that most teachers have good traditional culturalaccomplishment, but there is still many teachers' weak awareness of traditional culture. Finally,from the perspective of the teaching process, the penetrating strategies are proposed for theintroduction, the teaching of the new lesson, the teaching of the exercises, and extracurricularactivities, and the case of the teaching process is designed in combination with the “NaturalCharacteristics and Agriculture” section of the Qinghai-Tibet region. In addition, from theperspective of schools, teachers, families and society, safeguard measures for infiltratingtraditional cultural education resources in geography teaching are proposed.
 
  Infiltrating the traditional culture education in junior high school geography teachingenriches the geography teaching theory, expands the teacher education resources, and helps toimprove the students' moral culture and cultivate their patriotic affection. The innovation of thispaper is to use the junior middle school geography teaching material as an example to sort outand analyze the traditional cultural education resources contained in it, and for the teaching ofthe classroom, with specific cases as the support, put forward specific penetration strategies,which have guiding significance for teaching practice.
 
  Key Words: traditional culture education, junior high school geography textbooks, geographyteaching; teaching strategy
 
 
  目 录
 
  摘 要
 
  一、绪论
 
  (一)研究背景
  (二)研究意义
  (三)研究现状
  (四)研究内容
  (五)研究方法
 
  二、概念界定与理论基础
 
  (一)概念界定
  (二)相关理论基础
 
  三、初中地理教材中传统文化教育资源分析
 
  (一)传统文化教育资源分布状况
  (二)传统文化教育资源分布特征
 
  四、初中地理教学中渗透传统文化教育的现状调查与分析
 
  (一)问卷设计
  (二)问卷结果及分析
  (三)存在问题及原因分析
 
  五、传统文化教育在初中地理教学中的渗透策略
 
  (一)在课堂导入环节的渗透策略
  (二)在新课教学环节的渗透策略
  (三)在习题教学环节的渗透策略
  (四)在课外活动环节的渗透策略
  教学案例:以“青藏地区”的“自然特征与农业”为例
 
  六、传统文化教育在初中地理教学中的保障措施
 
  (一)提升教师运用传统文化的意识
  (二)学校加大传统文化弘扬的力度
  (三)发挥家庭教育与社会教育优势
 
  七、结论与不足
 
  (一)主要结论
  (二)不足之处
 
  参考文献
 
  致 谢

  


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